1

G.L.A.D. Resource Book

(Guided Language Acquisition Design)

Table of Contents

Section I
Focus and Motivation
Pages
Cognitive Content Dictionary 3-4
Exploration Report. 5-7
Observation Chart.. 8-10
Teacher Made Big Books 11-13
Inquiry Charts. 14-16
Awards. 17-19

Section II
Input

Pages
Pictorial Input 21-24
Comparative Input.. 25-28
Narrative Input... 29-32

Section III
Guided Oral Practice
Pages
10/2. 34-36
T Graph for Social Skills. 37-40
Chants 41-44
Sentence Pattern Chart.. 45-49

Section IV
Reading and Writing
Pages
Cooperative Strip Paragraph 51-54
Team Tasks. 55-56
Process Grid. 57-61
Expert Groups 62
Story Maps 63-64
G.L.A.D. Strategy descriptions are from the Pasco School Districts G.L.A.D. Website.
Strategy photos taken of Main Street Elementary Teachers class work and from the 5Day and 2-Day G.L.A.D. trainings.

Section I
Focus and Motivation
Strategies
Cognitive Content
Dictionary
Exploration Report
Observation Chart
Teacher Made Big Books
Inquiry Charts
Awards

Cognitive Content Dictionary or

Picture Dictionary
Involves students in metacognition
Builds vocabulary
Aids in comprehension
Picture dictionary generally for younger
students

Step-by-Step
1. Teacher selects word from unit vocabulary
(This word becomes the signal word for the
day/week)
2. Later students select word by voting
3. Students predict meaning of selected word
4. Write or sketch something that will help
them remember the meaning.
5. Use the word in a sentence.
6. This activity is done whole class, in teams
and individually

Cognitive Content Dictionary

(CCD)

Exploration Report
Provides students with the opportunity for
increased team building
o Consensus of team
o Provides opportunity to negotiate for
meaning
A type of inquiry chart
Gives indication of background knowledge
Basis for scaffolding vocabulary and meaning of
information for unit

Step-by-Step

1. Use real photos, in color, if possible

2. Choose high interest photos
3. Use the Exploration report as the first team
activity as an introduction to the unit
4. Select 2-3 photos for each team
5. Each team will then decide on one photo to
report on
6. Each team must then decide on an
observation, a question and a prediction that
they will report to the class

7. The teacher will then ask each team for their

observation, recording the observation in the
color that represents each team.
8. The teacher will then record each teams
question in the representing colors
9. The teacher will then record each teams
prediction in the corresponding colors.
10. The teacher uses the report to determine
background knowledge.
11. The teacher can revisit the report as the unit
progresses and information is learned.

Exploration Report

Observation Charts
A type of inquiry chart
Stimulate students curiosity
Build background information while providing
the teacher with a diagnostic tool
Provide opportunity for language support
from peers

Step-by-Step
1. Use real photos, in color, if possible.
2. National Geographic magazines and the
internet are good resources.
3. Attach plain white paper.
4. Have students work in pairs or teams to
discuss the pictures. Only one pencil per
group is allowed. They may write:
an observation
a question
a comment

5. Teacher uses the chart to assess

background knowledge and students
interests.
6. Revisit the charts to monitor growth.

Observation Charts

10

11

Teacher-Made Big Books

Directly focus on content standards of the
unit
Imbed important concepts and vocabulary
Expose students to comprehensible
expository text
Patterned text gives access to all students

Step-by-Step
1. Choose key concepts and vocabulary.
2. Choose a frame or pattern.

The Important Book

I Just Thought You Would Like to
Know
Brown Bear, Brown Bear
When I Was Young
I Remember When
3. Use real pictures and photos.

Big Books

12

Big Books

13

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Inquiry Charts
From the inquiry method approach to
science
Think, predict, hypothesize
Assess and activate background knowledge
Address misconceptions
Teach revision and learning as a continuous
process
Model reading and writing
Think KWL

Step-by-Step
1. Record students comments using their
words.
2. Record students' names after their
comments. (primary)
3. Revisit the inquiry chart often.
4. Use a different color marker each time you
revisit.
5. When revisiting, ask students to site the
source of their new information.

Inquiry Charts

15

Inquiry Charts

16

17

Super Scientist Awards

Historian Awards
Behavioral management tool
Connected to the standards
Individual personal standards
Make good decisions
Show respect
Solve problems

Step-by-Step
1. Use real pictures/photos related to the
unit.
2. Label the pictures with unit vocabulary.
3. Teacher specifies what the student did to
earn the award.
4. Enlist the help of student monitors to give
awards. Students verbalize the reason for
earning awards.

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Historian Awards

Historian Award

H
I
S
T
O
R
I
A
N
A
W
A
R
D

Super Scientist Awards

Super Scientist!

You are a Super Scientist!

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Section II
Input
Strategies
Pictorial Input
Comparative Input
Narrative Input

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Pictorial Input Chart

Make vocabulary and concepts
comprehensible
Drawn in front of the students for brain
imprinting
Organizes information
Becomes a resource for students

Step-by-Step
1. Use to illustrate unit vocabulary and
concepts.
2. Resources for pictorials include: textbooks,
expository childrens books (Eyewitness
Explorers series) websites
(www.enchantedlearning.com), teacher
resource books.
3. Use an opaque, overhead, or document
camera to enlarge the picture and trace on
butcher paper in light pencil, including
vocabulary words and notes.

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4. With students present, trace over the

pictorial with markers, providing verbal
input as you go. Chunk your information in
different colors.
5. Revisit to add word cards and review
information.
6. Creates LANGUAGE FUNCTIONAL
ENVIRONMENT.
7. Allow students to color pictorials.
8. At the end of the unit, make a master to
use next year, and then raffle the
pictorials

Pictorial Input Charts

23

Pictorial Input Charts

24

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Comparative Input Chart

A variation of the pictorial
Compares and contrasts two objects,
animals, or people
A pictorial form of a Venn diagram
Information can be comprehensibly
presented with the comparative, taken to a
Venn diagram, and finally to writing

Step-by-Step
1. Follow the same procedure as the pictorial,
but choose two objects, animals, or
characters that lend themselves to
compare/contrast.
2. Revisit the comparative to add word cards
and review information.
3. Consider extending the comparative by
recording the key points and vocabulary on
a Venn diagram.

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4. Use the comparative and/or Venn diagram

as the graphic organizer for a
compare/contrast piece of writing.

Comparative Input Chart

27

Comparative Input Charts

28

29

Narrative Input Chart

High level, academic language and concepts
are used but put into a story or narrative
format
The story format allows for increased
comprehension of academic concepts
Provides a visual retelling of the story

Step-by-Step
1. Choose concepts and vocabulary that you
would like to present via narrative input
2. Consider adapting a story that already
exists by imbedding standards-based
concepts and vocabulary
3. Draw or copy pictures for narrative and
attach the text to the back
4. Laminate the pictures for retelling
5. Create a background for the narrative that
may be as simple as a laminated piece of
butcher paper

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6. Gather the students close to you and tell

the story as you place the pictures on the
background
7. Revisit the narrative to add word cards
and/or speech bubbles

Narrative Input Charts

31

Narrative Input Charts

32

33

Section III
Guided Oral Practice
Strategies
10/2
T Graph for Social Skills
Chants
Sentence Pattern Chart

34

10:2
Backed by brain research
Presented by Art Costa
Reinforced by Long, Swain, and Cummins,
who state that it is important to allow at
least 2 minutes of student processing for
every 10 minutes of teacher input
Negotiating for meaning
Low-risk environment to try new vocabulary
and concepts

Step-by-Step
1. Teach students turn and face a partner
whenever you indicate it is time for a
10:2.
2. Teach students to take turns answering the
question you provide.
3. Teach students the quiet signal, such as
hand in the air, you will use to indicate
when it is time to face you again.

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4. Use 10:2s whenever you are providing input

(big books, pictorials, narratives) or for
soliciting information from children
(sentence patterning, process grid, editing
co-op)

10/2
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37

T-Graph for Social Skills

Students identify good behavior
They verbalize and internalize appropriate
behavior
More meaningful to the students than
teacher-imposed rules
Sets standards for cooperative groups and
develops social skills
All statements are in positive terms

Step-by-Step
1. Focus on different social skill for each unit
(respect, cooperation, responsibility)
2. Brainstorm the meaning of the word with
children and record on the web
3. Brainstorm what behaviors you would see,
and what specific words you would hear if a
person were behaving in that way

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4. Revisit the t-graph often with students to

add behaviors that have been observed

T- Graph for Social Skills

39

40

T- Graph for Social Skills

41

Chants
Imbed key concepts and vocabulary
Auditory and visual language patterning
Vocabulary building
Students gain familiarity and comfort using
academic language in a low-pressure way
Chants are revisited often for a variety of
purposes

Step-by-Step
1. Choose key vocabulary and concepts to
imbed in chants.
2. Choose a frame or existing song to adapt
(Bugaloo; Yes Maam; Cadence; Here,
There, Everywhere; I Know a ).
3. When chanting with the students, start by
chanting for the rhythm and language
patterns first, focus on concepts and
vocabulary later.

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4. Revisit the chants often for different

purposes, including highlighting scientific,
historic or interesting words.

Chants

43

Chants

44

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Sentence Patterning Chart

Adapted from the McCrackens
Skill building
Patterning
Parts of speech
Resource for writing

Step-by-Step
1. Choose a key plural noun from the unit (a
noun that is capable of producing action is
best)
2. Color code the headings (Adjectives-red,
Nouns-black, Verbs-green, Adverbs-blue,
Prepositional phrases-orange)
3. Create and label the grid in front of the
students
4. Use 10:2s to brainstorm words for each
section
5. Refer students to resources in the room,
such as pictorials, when necessary

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6. Choose 2 adjectives for (upper) or 3

adjectives (primary) and one word from
each of the other categories, by placing a
small post-it note by each
7. Have students help you chant to the tune
of The Farmer-in-the Dell
8. Allow students to choose words by placing
post-it notes on the charts for subsequent
chants

Sentence Patterning Chart (Farmer in the Dell)

47

Sentence Patterning Chart (Farmer in the Dell)

48

Sentence Patterning Chart (Farmer in the Dell)

49

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Section IV
Reading and Writing
Strategies
Cooperative Strip
Paragraph
Team Tasks
Process Grid
Expert Groups
Story Maps

51

Co-op Strip Paragraphs

and
Group Frames
Aid in reading and writing expository text
Model the process of editing and revising
Completed work becomes leveled reading
related to the unit of study
Co-op Paragraph is an adaptation of
Nancy Whitslers model
Group Frame is for younger students or
emergent writers who need to use
dictation

Step-by-Step
1. Create a topic sentence based on the
process grid.
2. Each team is responsible for formulating
one supporting sentence.
3. Team works to formulate sentence.

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4. After confirming the sentence has not

already been used, the teacher either a)
writes the sentence on a sentence strip for
the group (group frame) or b) provides the
team with a sentence strip to record their
sentence (co-op paragraph).
5. Teams place their sentence strips in the
pocket chart under the topic sentence.
6. With students watching, the teacher tears
extra space off of the sentence strips and
arranges the strips to look like a
paragraph.
7. The class reads through the paragraph and
the teacher solicits possible revisions
(changing the order of the sentences,
combining sentences, etc.).
8. The class reads through the paragraph and
the teacher solicits ideas for editing
(spelling, grammar, punctuation)
9. This can be used with emergent readers to
create game to build reading skills. The
final version is typed and used for reading
material.

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Cooperative Paragraph

Cooperative Sentence

54

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Team Tasks
Used in place of centers
Allow teacher to pull flexible groups
Use modeled strategies
Provide scaffolding:
Teacher models
Team task
Individual work

Step-by-Step
1. Choose strategies that have been modeled
and revisited at least once for team tasks
2. Assign about 3 tasks at first, and add
tasks throughout the unit
3. Teams work together to complete tasks
using large construction paper

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Team Tasks

57

Process Grid
Based on Sharon Bassanos wall grid
Categorize information
Aid in writing expository text
Teach reading for information

Step-by-Step
1. Categorize the important concepts from the
standards-based unit
2. Provide the students with input of concepts
and vocabulary through expert groups,
narratives, pictorials, etc.
3. Choose students randomly to provide
information to be entered on process grid
(number off, roll dice, etc.)
4. Process grids aid in writing expository text

Process Grids

58

Process Grids

59

Process Grids

60

Process Grids

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Expert Groups
Demonstrate features of non-fiction text
Teach reading for information
Promote comprehension and communication
of key concepts

Step-by-Step
1. Create expert group text for a category on
the process grid.
2. Include features of expository text such as
bold print and subheadings
3. Expert groups are composed of one student
from each team
4. Guide expert groups in reading for
information and note-taking
5. Students who are now experts are
responsible for teaching the information to
their team
6. Expert groups are heterogeneous groups

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Story Maps
Teaches story elements
Promotes sequencing and comprehension
Can be used as a story planner during
writers workshop
Can be used in conjunction with the
narrative input

Step-by-Step
1. Choose a story with a clear problem and
solution
2. The story map is a great extension to the
narrative when possible
3. After students are proficient at filling in
story maps, they can use the story map to
plan their own stories

Story Map

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